In the Early Years at Newburgh Primary School, we believe that every child is unique. We aim to provide the highest quality care and education for all our children and are committed to giving our pupils the best possible start to their school life by teaching them the knowledge and skills to give them a strong foundation for their future learning. This is supported by our whole school Newburgh values of: Nurture, perform, succeed.
Structure of EYFS at Newburgh Primary School
Our EYFS provision is comprised of two Reception classes. The setting is organised in a way that children can explore and learn in a safe, open environment. Children have access to well-resourced and stimulating environments both indoors and outdoors.
Transition / induction to Reception
Learning at Newburgh starts from the moment we meet. Children and families meet with school staff in the Summer term, before children join Reception, allowing them to make relationships and feel secure in their new environment.
At Newburgh Primary School we aim to stablish a safe, happy and nurturing environment with motivating and enjoyable learning experiences that enable children to become confident and independent.
We plan an exciting, rich and balanced curriculum based on our observations of children’s needs, interests and stages of development across the seven areas of learning:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
- Understanding the World
- Expressive Arts and Design
Play is at the heart of our curriculum and we provide a range of indoor and outdoor learning experiences for children to develop physically, academically and creatively. Children benefit from a newly designed and developed outdoor classroom, including a sensory path, water wall and sandpit to support development of their gross and fine motor skills.
W give children opportunities to practise, revise and extend knowledge and skills in a consistent and stable environment.
We enable our children to develop characteristics of effective teaching and learning, which enable them to become resourceful and resilient learners by:
- Playing and exploring – children investigate and experience things and have a go
- Active learning – children concentrate and keep on trying if they encounter difficulties
- Creative and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things
Implementation – How do we do this?
In order to implement our intent at Newburgh Primary School, we have developed a Long-Term Curriculum Plan that meets the needs of all pupils.
We ensure that children receive high quality interactions with adults by asking open ended questions to deepen and extend children’s learning and thinking in ways that interest and engage then.
At Newburgh, we view our role as educators, is to observe the children and to carefully and skilfully step in to offer new learning opportunities to develop their skills and knowledge.
Children have daily differentiated phonics lessons using RWI and handwriting is embedded to support progression in writing and into KS1.
Reading and re-telling stories plays a key part in our children’s learning, allowing exposure to a wealth of rich language. Children experience the joy of drawing club and discuss shared texts, new vocabulary and create their own illustrations and develop their early writing and mark making skills.
Children’s learning in early mathematics is supported by the use of White Rose Maths and Mastering Number schemes of work. Staff embed the learning opportunities from these lessons throughout the environment deepening children’s understanding of new concepts.
At Newburgh, we believe that regular communication with parents is vital to supporting children’s learning and wellbeing.
Impact – How do we measure our success?
Teacher’s use a range of assessment opportunities to ensure that all staff have a clear knowledge of an individual child’s achievement, progress and next steps in their learning. This progress is shared regularly with parents at regular points throughout the year and recorded in class floor books and individual learning journals.
To ensure our judgements are accurate, children’s progress and attainment is moderated both within school and externally with local schools.
As an impact from our cross-curricular play-based approach, children develop skills to become curious, independent and resilient learners and are ready for the transition from the Early Years curriculum to meet the challenges of learning in Year 1.